Unit 2 Colours Grammar教学设计2025-2026学年译林版九年级（2012）九年级英语上册

Unit 2 Colours Grammar教学设计 I. Teaching Objectives 1. Knowledge Objectives Students will proficiently use object clauses introduced by that, if, and whether in emails and notes. Students will accurately distinguish and apply these clauses based on context (statements vs. yes/no questions). 2. Ability Objectives Enhance writing skills by completing emails and notes with correct object clauses. Improve critical thinking by analyzing context to choose appropriate conjunctions (that, if, whether). 3. Affective Objectives Strengthen confidence in using complex grammar for communication about colours. Foster attention to detail in grammar application for clear expression. II. Language Knowledge 1. Key Words & Phrases Conjunctions: that, if, whether Verbs: know, think, believe, wonder, ask Contexts: Email communication, note - writing about colour - related questions 2. Key Sentences “A report says that blue can help us feel relaxed because it represents peace.” “You may wonder if/whether it represents anything else.” 3. Key and Challenging Points Key Points: Applying that (statements), if/whether (yes/no questions) in extended writing (emails, notes). Challenging Points: Choosing if vs. whether in formal/informal contexts; ensuring clause structure accuracy. III. Teaching Procedures (Total Duration: 45 Minutes) Step 1 Warm - up & Review (7 Minutes) Quick Quiz (4 Minutes): Show sentences with missing conjunctions (from previous lesson). Students fill in that, if, or whether. Example: “I think ______ green is energetic.” (that) / “Do you wonder ______ red brings good luck?” (if/whether). Discussion (3 Minutes): Share quiz answers. Ask: “When do we use that? When if/whether?” (Recap: that for statements; if/whether for yes/no questions). Step 2 Email Writing with Object Clauses (15 Minutes) Part B2: Daniel’s Email (10 Minutes): Present Daniel’s email draft. Students complete it with that, if, or whether (e.g., “A report says ______ blue helps relax” → that; “Wonder ______ you like green” → if/whether). Walk around to guide: Emphasize that for factual statements, if/whether for questions. Email Sharing (5 Minutes): Students share their completed emails. Discuss tricky choices (e.g., whether in formal email vs. if in casual). Step 3 Note - Writing for Dad (12 Minutes) Part B3: Daniel’s Notes (8 Minutes): Daniel has colour questions for Dad. Students help write notes using object clauses (e.g., “I believe ______ Dad knows about colours” → that; “Wonder ______ red is just heat/power” → if/whether). Focus on matching questions to if/whether and statements to that. Peer Check (4 Minutes): Swap notes with a partner. Check for correct conjunction use and clause structure. Step 4 Integration: Create Your Own Colour Questions (8 Minutes) Group Task (5 Minutes): In groups, students write 3 colour - related questions/statements using object clauses (e.g., “I think that purple represents mystery. Do you wonder if yellow was a ruler’s colour in China?”). Class Share (3 Minutes): Groups share their sentences. Class votes on the most creative/accurate use of object clauses. Step 5 Summary & Homework (3 Minutes) Summary (2 Minutes): Recap when to use that (statements), if/whether (yes/no questions) in writing. Homework (1 Minute): Write a short dialogue (3 - 4 exchanges) between two friends discussing colour meanings, using at least 3 object clauses (1 that, 2 if/whether). IV. Assessment of Teaching Effectiveness Check email (B2) and note (B3) completion for accurate conjunction use. Evaluate group - created sentences for grammar correctness and context relevance. Assess homework dialogues for varied object - clause application. V. Design Purpose Warm - up: Refresh previous knowledge to start smoothly. Email & Note Tasks: Apply grammar to real - life writing (email, notes) for practicality. Integration: Encourage creativity and deeper grammar understanding through group work. VI. Blackboard Design Unit 2 Grammar (2nd) — Object Clauses in Writing Use “that” for statements: - “A report says that blue relaxes us.” Use “if/whether” for yes/no questions: - “Wonder if/whether it means sadness.” Homework: Write a colour - dialogue with object clauses! VII. Teaching Reflection Strengths: Extended writing tasks (email, notes) make grammar practical. Peer check promotes collaboration. Weaknesses: Some students may still mix up if and whether in formal contexts. Improvements: Add a “Conjunction Debate” activity: Argue if vs. whether in sample sentences to clarify usage. 学科网（北京）股份有限公司 $$